We have the same system described by soccerchamp76 at my college [Kalamazoo College].
I ended up with a 2.3 GPA this quarter, because of the grading scale [I received a B-, C+, and C].
The whole grading system doesn't bother me too much and I really do not like learning for the sake of getting the highest grade; so I try not to put too much stock into my grades.
Granted, I've had a few opportunities [extra scholarships, car insurance discount] limited to me because my high school GPA was only 2.8; but I was still able to get in a relatively competitive college because they saw me beyond my grades. Plus, for my current scholarship [from the college] right now, I only have to keep above a 2.0.
As Cyn said, I'm banking on the fact that I'll still be able to succeed later on without worrying about grades too much.
However, each teacher interprets the grading system differents for their class. One distinct example I recall was from high school, where we had the +/- system. One Bio teacher, Mr. P, was very difficult, and most kids recieved a C. However, the other one, Mr. C, most kids received an A or B, in the course, since he was much lenient in grading and didn't go into as in depth of the material as Mr. P. When everything is said and done, I got a B+ in mr. c's class and for biology, that's what is on my transcript. Had Mr. P been my teacher, I probably would have received a C or C-. I didn't want to take the subsequent honors chem. course, but had I did, I would have gotten in. But for Mr. P's kids, most kids wouldn't be able to get in with a B+ qualifier. I noticed that the honors chem class was skewed with Mr. C's kids, although a lot of them probably didn't deserve to be in the class.
The above example with honors courses may not best reflect college academia, but in the end, it's about the transcript. And on the transcript, any factor of professor's grading methodology isn't mentioned.
catcha on the flipside,
keyshawn